Explanation: The Lexical Approach follows the apperceived input most closely because it follows that the learner may not completely understand the input. For example, if a person hears “I’m sorry” and observes that this happens after certain occurrences, he or she will realize what it means. The apperceived input stage is a stage in which the learner is first exposed to the language and is attempting to make sense of it. The lexical approach focuses on relatively fixed expressions and language “chunks” that the learner may use without understanding (Lewis 1997). The learner later breaks those chunks down for understanding.
Materials and Resources Needed: Rosetta Stone Books or other reading materials in L2 Educational videos in L2 Dictionaries Encyclopedias
Stage 2: Comprehended Input
Approaches: Processing Approach
Explanation: The Processing Approach follows Comprehended Input most closely because in both, the learner analyzes the input. Comprehended input is an analysis of the language. Processing the language is a natural occurrence and conscious process that people go through to make sense of the language, its syntax, and its semantics.
Materials and Resources Needed: Rosetta Stone Information Gap Activities Cloze Procedure Activities
Stage 3: Comprehended Integration
Approaches: Connectivist or Constructivist Approach
Explanation: The Connectivist or Constructivist Approach follows Comprehended Integration most closely because both go on the theory that learners build from prior knowledge. Comprehended Integration is also based upon integrating prior L2 knowledge and past experiences with new concepts in L2. It is basically a construction of language. People acquire the language by building on prior knowledge, as if the language were a house built upon a foundation (Downes 2007).
Materials and Resources Needed: Rosetta Stone Educational videos Reading materials
Stage 4: Output
Approaches: Social Interactionist Approach
Explanation: The Social Interactionist Approach follows the Output stage most closely because the goal of output is to address an audience (Johnson n.d.). Once the learner reaches this stage, he or she will benefit most from reading, interacting, and expressing himself or herself in the target language (Haynes n.d.). Students practicing output work best in group settings (Haynes n.d.).
Materials or Resources Needed: An audience Role-play situations Group work
Suggestions and Tips for Teachers
Approaches for Beginners / Limited English Proficiency Natural Approach Lexical Approach
Approaches for Moderate English Proficiency Natural Connectivist/Constructivist Social Interactionist Processing
Approaches for Younger ESL Student Natural Social Interactionist Lexical
Approaches for Middle School Natural Social Interactionist Lexical Connectivist/Constructivist
Approaches for High School Natural Social Interactionist Lexical Connectivist/Constructivist Processing
Materials and Resources Needed: Rosetta Stone Books that offer comprehensible input in L2. Educational Videos in L2. Group work/projects Computers with internet access
Integrated View
An Integrated View of Second Language Acquisition
Apperceived Input
Explanation: The Lexical Approach follows the apperceived input most closely because it follows that the learner may not completely understand the input. For example, if a person hears “I’m sorry” and observes that this happens after certain occurrences, he or she will realize what it means. The apperceived input stage is a stage in which the learner is first exposed to the language and is attempting to make sense of it. The lexical approach focuses on relatively fixed expressions and language “chunks” that the learner may use without understanding (Lewis 1997). The learner later breaks those chunks down for understanding.
Rosetta Stone
Books or other reading materials in L2
Educational videos in L2
Dictionaries
Encyclopedias
Explanation: The Processing Approach follows Comprehended Input most closely because in both, the learner analyzes the input. Comprehended input is an analysis of the language. Processing the language is a natural occurrence and conscious process that people go through to make sense of the language, its syntax, and its semantics.
Rosetta Stone
Information Gap Activities
Cloze Procedure Activities
Approach
Explanation: The Connectivist or Constructivist Approach follows Comprehended Integration most closely because both go on the theory that learners build from prior knowledge. Comprehended Integration is also based upon integrating prior L2 knowledge and past experiences with new concepts in L2. It is basically a construction of language. People acquire the language by building on prior knowledge, as if the language were a house built upon a foundation (Downes 2007).
Rosetta Stone
Educational videos
Reading materials
Explanation: The Social Interactionist Approach follows the Output stage most closely because the goal of output is to address an audience (Johnson n.d.). Once the learner reaches this stage, he or she will benefit most from reading, interacting, and expressing himself or herself in the target language (Haynes n.d.). Students practicing output work best in group settings (Haynes n.d.).
An audience
Role-play situations
Group work
Natural Approach
Lexical Approach
Approaches for Moderate English Proficiency
Natural
Connectivist/Constructivist
Social Interactionist
Processing
Approaches for Younger ESL Student
Natural
Social Interactionist
Lexical
Approaches for Middle School
Natural
Social Interactionist
Lexical
Connectivist/Constructivist
Approaches for High School
Natural
Social Interactionist
Lexical
Connectivist/Constructivist
Processing
Rosetta Stone
Books that offer comprehensible input in L2.
Educational Videos in L2.
Group work/projects
Computers with internet access
Sources
Downes, S. (2007, February 3). What Connectivism Is. Retrieved from http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html
Haynes, J. (n.d.). Comprehensible Input and Output. Retrieved from http://www.everythingesl.net/inservices/comprehensible_input_output_70140.php
Johnson, M (n.d.). Social Interactionist Theory. eHow. Retrieved from http://www.ehow.com/about_5465173_social-interactionist-theory.html
Moudria, O. (2001). Lexical Approach to Second Language Teaching. Center For Applied Linguistics. Retrieved from http://www.cal.org/resources/digest/0102lexical.html
Steven Robinson
sbrobinson85@gmail.com